scholarly journals Design intervention process and intervention strategy of “Constant-holistic Shadow” space in hot summer area

2021 ◽  
Vol 783 (1) ◽  
pp. 012102
Author(s):  
Yinan Li ◽  
Zhaoxian Gong ◽  
Yingqi Liu ◽  
Guohui Luo
Keyword(s):  
Intervention Strategy ◽  
Intervention Process ◽  
Shadow Space ◽  
Design Intervention

scholarly journals Roles y prácticas educativas en el proceso de inclusión de estudiantes con dificultades de comunicación

2021 ◽  
Vol 2 (4) ◽  
Author(s):  
María Julieta Maldonado Figueroa ◽  
María Angélica Quiroz Leyva ◽  
Gamboa Robles Marco Antonio ◽  
Dinorah Burgos Corral
Keyword(s):  
Teaching Practices ◽  
Intervention Strategy ◽  
Support Service ◽  
Regular School ◽  
Intervention Process ◽  
Effective Intervention Strategy ◽  
Speech Therapist ◽  
The One ◽  
Didactic Strategies

Las prácticas docentes inclusivas para abordar los problemas de lenguaje más comunes en una escuela regular y su proceso de intervención lo realiza la Unidad de Servicio de Apoyo a la Educación Regular (USAER), desde el área de comunicación, por lo cual, el estudio se perfila a las estrategias didácticas que favorecen el nivel fonológico en alumnos que presentan dislalia funcional. Las prácticas docentes del especialista logopeda, se traducen  en acciones inclusivas que atienden el trastorno lingüístico como una necesidad actual de relevancia, sobre todo en aquellos alumnos que lo presentan por rotacismo, es decir, con dificultad con el fonema r en todas sus dimensiones, siendo éste, el de mayor grado de dificultad, debido al proceso de maduración fisiológica. Por lo tanto, favorecer y proporcionar herramientas que permitan minimizar y posiblemente erradicar dichas dificultades, implica indagar acerca de la estrategia inclusiva que permitirá de una manera atractiva e innovadora, estimular la producción del lenguaje. Para esto, el diseño de programas específicos,  aplicación de diversas pruebas estandarizadas para evaluar el lenguaje, entrevistas, cuadernos de seguimiento para casa y registros anecdóticos, fungen como instrumentos de recogida de datos eficaz para elegir la estrategia de intervención efectiva para el estudio en cuestión.   The inclusive teaching practices to address the most common language problems in a regular school and its intervention process is carried out by the Unit of Support Service to Regular Education (USAER), from the area of communication, therefore, the study is profiled to didactic strategies that favor the phonological level in students who present functional dyslalia. The teaching practices of the speech therapist specialist, are translated into inclusive actions that address the linguistic disorder as a current need of relevance, especially in those students who present it by rotacism, that is, with difficulty with the phoneme r in all its dimensions, this being the one with the highest degree of difficulty, due to the physiological maturation process. Therefore, favoring and providing tools that allow minimizing and possibly eradicating such difficulties, implies investigating about the inclusive strategy that will allow, in an attractive and innovative way, stimulating the production of language. For this purpose, the design of specific programs, the application of various standardized tests to evaluate language, interviews, home follow-up notebooks and anecdotal records, serve as effective data collection instruments to choose the effective intervention strategy for the study in question.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

Dramatic Irony as an Intervention Strategy in Two Dholuo Films: Kalausi and The Cleansing

Imbizo ◽  
2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Christopher Odhiambo ◽  
Loreen Maseno
Keyword(s):  
Intervention Strategy ◽  
Critical Moment ◽  
Sharp Focus ◽  
Burial Rituals

Kalausi and The Cleansing are two films set in Kenya whose storylines touch on death and rituals among the Luo community of Kenya. Both films are in the language of Dholuo and place sharp focus on widowhood and its prevailing dilemmas and anxieties within Luo culture. It is these dilemmas and anxieties that reveal the injustices that culture metes out to women. While Kalausi engages its viewers up until the burial ceremony, The Cleansing starts after the actual burial and focuses on post-burial rituals. Thus, the two films in a way complement each other in the presentation of the injustices and intrigues that a woman faces during and after the demise of a spouse. Dramatic irony as the trope of ambiguity in the two films builds up tension, suspense and comic relief. Consequently, we examine how dramatic irony participates as a socio-cultural device of intervention in the two films. Reading the two films from this perspective, dramatic irony as a signifying trope becomes paramount in unravelling the multiplicities of interpretations evident in the critical moment of death within the Luo community. It is an extremely intricate signifying device as it plays on the contrast between reality and appearance.

Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers

10.28945/4246 ◽  
2019 ◽  
Keyword(s):  
Undergraduate Students ◽  
Classroom Practice ◽  
Group Discussion ◽  
Intervention Strategy ◽  
Practice Volume ◽  
Future Research ◽  
Achievement Level ◽  
Java Programming ◽  
Ability Levels ◽  
Programming Errors

[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

Design Intervention Assessment of Urban Public Park for Physical Activity Promotion in Bangkok, Thailand

2020 ◽  
Vol 11 (1) ◽  
pp. 4-4
Author(s):  
Sigit Arifwidodo ◽  
Orana Chandrasiri
Keyword(s):  
Physical Activity ◽  
Urban Areas ◽  
Urban Landscape ◽  
Physical Activity Promotion ◽  
Well Being ◽  
Pilot Project ◽  
Public Park ◽  
Activity Promotion ◽  
Wide Range ◽  
Design Intervention

Public Park is considered one of the essential settings for physical activity, especially in urban areas. Parks support physical activity through their accessibility, their provision to facilitate active pursuits; their capacity to provide opportunities to a wide range of users; and their semi-permanent nature. The paper explores the design intervention assessment of Benchakitti Park, which serves as the pilot project for active park and showcase during the past ISPAH 2016 conference. The objective of the paper is to understand the health and well-being benefits of an urban park in increasing PA levels of urban population and promoting a healthy and active lifestyle. Keywords: Public park; physical activity; urban landscape design; public health; SOPARC

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